ART EDUCATION AS EUTHENICS WILLIAM G. WHITFORD University of Chicago * PLACE OF ART IN LIFE x education has been characterized by a number of different names since its introduction into the school curriculum in 1821. It is not the purpose of this article to increase the con- fusion of thinking with regard to art education by adding to the nomenclature used in designating the subject. The title of this dis- cussion should embrace the dictionary definition for “euthenics” rather than the word itself: “the science of improving the human race by external influence, apart from consideration of heredity,” or the science having to do with the betterment of living conditions to secure more efficient human beings. The comment should be made that the field of activity covered by the term “euthenics” includes “the environmental factors which make for effective living,” and with this explanation the word should be abolished from further consideration. Crescat scientia, vita excolatur is a famous educational slogan which means, “Let learning grow from more to more and so be hu- man life enriched.’” This statement implies that the enrichment of human life is a major objective of education. Any subject which has as its aim the enrichment of living may claim a place in the modern school curriculum. Does art as a school subject, when properly taught, have any di- rect and significant connection with the improvement of the environ- ment and with the betterment of living conditions of human beings in modern civilization? Does art as a school subject enrich human life? A positive answer to these questions would furnish justification before the educational body of the country for offering a program in the arts for all pupils of a publicly supported scheme of education. All that is necessary to secure answers to such questions is the ap- 748